英语专业毕业论文-The Application of Task-based Language Teaching in the Reading Teaching in Senior Middle School.pdf

毕业论文 设计 1 the application of task based language teaching method in the reading teaching in senior middle school 1 introduction 1 2 the problems of english traditional reading teaching patterns 3 2 1 the bottom up approach in reading teaching 3 2 2 the quiz reading teaching model 3 2 3 the dialogue reading teaching model 4 3 task based language teaching method 5 3 1 the concept of the task based language teaching approach 6 3 2 the concept of task 7 3 3 the characteristics of task based language teaching method 9 4 the application of task based language teaching method in the english reading teaching in senior middle school 10 4 1 principles of task design 10 4 1 1 the authenticity principle 10 4 1 2 the form function principle 11 4 1 3 the task dependency principle 11 4 1 4 learning by doing 12 4 2 the teaching steps in the task based language teaching of english reading 12 4 2 1 the stage of pre task 13 4 2 2 the stage of task cycle 14 4 2 3 the stage of post task 16 4 3 task based assessment 17 5 conclusion 19 bibliography 21 1 introduction for a long time reading teaching is one of the most important parts of english teaching in senior middle school it can be seen from the whole situation of senior english teaching therefore many teachers have devoted their efforts to improve english reading teaching but there are still some problems in english reading teaching such as the falling behind of education conception the lacking of teaching method the low effect of lecture teaching and the lack of reading ability it is important to bear in mind that reading is not an invariant skill there are different types of reading skills which 毕业论文 设计 2 correspond to many different purposes we have for reading teachers should not neglect the importance of english reading in senior middle school and the proportion of it in the college entrance examination in reading teaching cultivating the student s reading interest enhancing the skills of acquiring analyzing judging and dealing with information and improving students reading skills as a whole are the most important things in order to improve english reading ability teachers have formed many models of english reading teaching such as the bottom up approach in reading teaching the quiz reading teaching and the discussing reading teaching however these models still have many problems in order to cope with these problems many countries or districts such as america canada singapore and hong kong have advocated task based language teaching method which is based on the development of language knowledge language skill emotion attitude learning tactics and cultural awareness what s more it aims at cultivating students language application ability in china education section also points out that teachers should not apply such kind of teaching method simply teaching language knowledge but try to adopt task based language teaching method letting students carry on their study by completing these tasks and do things through using english to cultivate students ability to utilize language synthetically the significance of this thesis lies in the application of the task based language teaching method in the reading teaching of senior middle school if the task based approach gains popularity and is implemented well and properly the quality of english reading teaching in senior middle schools will be increased and students educational 毕业论文 设计 3 prospects will be better 2 the problems of english traditional reading teaching patterns 2 1 the bottom up approach in reading teaching with the bottom up approach reading is viewed as a process of decoding written symbols working from individual letters to words clauses and sentences in other words teachers use strategies to decode written forms in order to know the meaning as for this method reading is regarded as a process that human feel and identify letters words and some larger units and associate the information continuously readers have to follow this fixed order from the recognitions of letters to words to phrases to sentences and then to the meaning of the whole text however it puts undue stress on information which is imported by the sense of sight and neglects the effect of context the teaching of english reading based on this bottom up model pays much attention to the understanding of letters words and sentences while neglects the textual teaching and speed training as a result students read ineffectively absorb little and comprehend the entire meaning superficially 2 2 the quiz reading teaching model in order to give prominence to student oriented thought and embody foreign language s communicational teaching thought teachers use the form of quiz instead of simply reading teaching the synthetic utilization of assumption solution help and instruction urge teaching message to change from one side activity namely teachers teach students to two side communication between teachers and students as the main body of study the chance for students to take part in the class activities 毕业论文 设计 4 becomes larger and that changes the situation of just being taught but there are still some bad effects in reading teaching for teachers pay more attention to the quantity of questions such as there are too many controlling activities teachers raise so many questions about the text that students are just busy at answering the questions but lacking of thinking students can not grasp the point of view correctly and the practice on synthetic thought is not enough if teachers use quiz teaching in the whole process of reading maybe only a few of them can take part in these activities whatsoever most of them will be in a passive way when doing reading in this way teachers cannot provide a good language environment for most of students 2 3 the dialogue reading teaching model in the dialogue reading teaching model teachers pay too much attention to the design of teaching scene and the attendance of students the teacher can make a dialogue with students by nature and design teaching scene from students point such as the lead in of reading passage the transition of teaching link and the study of language point thealternativeoperationsofvigorouspresentation assumption conduction enlightenment conversation and communication make students have enough time to understand the content and language of the passage sometimes the raise of some questions can induce students creativity however through more than one years practice the writer found that there are still some questions to be noticed such as teachers think highly of form but despise the content and they lay stress on the design of scene exceedingly what s worse the scene designed even has no relevance with the teaching content teachers ask questions instead 毕业论文 设计 5 of doing interactive activities for they just expect more students to take part in the teaching activity and the development of reading logic is seldom taken into consideration teachers lay too much stress on creating communication language teaching scene so they neglect the theme and the link of the scene and the relationship between teacher s expression and students understanding the dialogue reading teaching model just stay at the surface and it is hard to solve the problem of reading logic all of above methods have their demerits in reading teaching so many linguists advocate a new method task based language teaching to improve reading teaching the writer tries to illustrate it from several aspects 3 task based language teaching method it is reported that the theory research of task based language teaching method has been on for more than ten years many application language researchers in abroad such as j yalden d ivunan p skehan m canale have carried on research deeply british language researcher jarw wivis has made a distinction between traditional teaching method and task based teaching method and pointed out that task based teaching method is centered on students so it can urge students to probe language initiatively task based language teaching is raised from the existence of communicating thought what s more there are many theoretical background of task based language teaching such as language acquisition research and social constructivist model language acquisition is the learning and development of a person s language while in 毕业论文 设计 6 the social constructivist model of teaching learning process learners learn what is meaningful to them both language acquisition and social constructivist model have some relationship with communicating thought it transforms the language utilization s basic idea into the practical significance classroom of task based method students are always in a positive and initiative study psychology the exchange in the participation of task is an interactional process here the writer exemplifies the foundation of task based language teaching in three points the concept of task based language teaching the concept of task and the characteristics of task based language teaching method 3 1 the concept of the task based language teaching approach task based language teaching is widely promoted in english language teaching nowadays many teachers are asking what is task based language teaching how is task based language teaching different from communicative language teaching long and crooks said in 1993 that a task based approach saw the language process as one of learning through doing it was primarily engaging in meaning that the learner s system was encouraged to develop task based language teaching focuses on the construction sequencing and evaluation of particular goal related action complexes that learners carry out either by themselves or jointly candlin they have concrete goals and manageable rules they make it possible to adjust opportunities for action to our capacities they provide clear information about how well we are doing and they screen out distractions and make concentration possible how tasks to be designed must be thought 3 2 the concept of task a task is a piece of work undertaken for oneself or for others freely or for some reward thus examples of tasks include painting a fence dressing a child filling out a form buying a pair of shoes making an airline reservation borrowing a library book taking a driving test typing a letter weighing a patient sorting letters taking a hotel reservation writing a cheque finding a street destination and helping someone across a road in other words by task is meant the hundred and one things people do in everyday life at work at play and in between long 1985 89 a task is any structured language learning endeavor which has a particular objective appropriate content a specified working procedure and a range of outcomes for those who undertake the task task is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning from the simple 毕业论文 设计 8 and brief exercise type to more complex and lengthy activities such as group problem solving or simulations and decision making breen 1987 23 a task is a piece of classroom work which involves learners in comprehending manipulating producing or interacting in the target language while their attention is principally focused on the meaning rather on the form the task should have a sense of completeness what s more being also to stand alone as a communicative act in its own right nunan 1989 8 from the above definitions we can see that a task can hold different meanings for different people the definitions we have looked at share one thing in common they all imply that tasks involve communicative language use in which the user s attention is focused on meaning rather than linguistic structure they differ from ordinary exercises in that they focus on using language to communicate messages from this point of view filling in the gaps transformation exercises and pronunciation practices cannot be treated as tasks in other words tasks do not include activities which involve language used for practice or display such as describe the picture using the words and phrases from the list below or ask your partner if he likes the food listed here using the forms do you like yes i do no i don t where there is no outcome or purpose other than practice of pre specified language as we explore the development of tasks we shall see that it is not always easy to draw a hard and fast distinction between communicative and non communicative tasks there are several reasons for this we use different grammatical forms to signal 毕业论文 设计 9 differences of meaning in fact good oral grammar exercises can and should be both meaningful and communicative when students are carrying out a task they are focusing on the complete act of communication it is known to all that reading teaching is a way of task making which include decidingpre readingactivities while readingactivitiesandpost reading activities 3 3 the characteristics of task based language teaching method in the task based approach the tasks are controlled to learning activity students start with a task when they have completed it the teacher draws attention to the language usage and make corrections and adjustments to the students performance task based language teaching method emphasizes on learning to communicate through interaction in the target language it introduces the authentic texts into the learning situation in order to introduce authentic texts into the learning situation teachers should pay more attention to the characteristics of tasks and notice that tasks are activities in which students work purposefully towards an objective the objective may be one that they have set for themselves or one which has been set by the teacher the objective may be language focuse e g to discover a rule of grammar or complete an exercise or content focused e g to carry out a project or reach a decision through discussion task may be carried out individually or more often in groups task may be carried out in competition with others or more often in collaboration the outcome may be something concrete e g a report or presentation or something intangible e g an agreement or the solution to a problem it provides opportunities for learners to focus not only on language but also on the learning process itself it also enhances the learner s 毕业论文 设计 10 own personal experiences as important contributing elements to classroom learning and attempt to link classroom language learning with language activation outside the classroom these characteristics of the above show that task based language teaching has its own practical use in detail we can use it in any areas in this paper the writer tries to illustrate the use of task based language method in the english reading teaching of senior middle school 4 the application of task based language teaching method in the english reading teaching in senior middle school 4 1 principles of task design in order to design a task effectively the principles of task design should be followed the authenticity principle the form function principle the task dependency principle and learning by doing 4 1 1 the authenticity principle the linguistic data that learners work with are authentic and the relationship between linguistic form and communicative function are clear to the learner the use of authentic materials in the reading teaching is instructive to the learning process real tasks can help bridge the gap between the reading materials and the real world if tasks lack authenticity they do not motivate students in order to motivate students teacher should advocate authentic learning that is to ask students to do things people know in reality the writer takes the reading teaching of new senior english for china nsefc 毕业论文 设计 11 sb2 unit 2 the olympic games for example it must be clear that when talking about the sports items through requiring collecting classifying and analyzing information senior students combine what they have learnt with real situations they can do actions by themselves 4 1 2 the form function principle teaching language in a way which makes forms and function relationships transparent at the same time of making learners to master language form it also aims at cultivating their own ability of mastering language function the design of task in each stage has some guidance students can reason and conduct after a series of training of task moreover they can understand the function of language and can use it in real communicational environment in the reading teaching of the senior english nsefc sb2 unit 2 the olympic games we ask many questions about the olympic games before 2008 such as where is the host city of 2000 olympic games where is the host city of 2004 olympic games where is the host city of 2008 olympic games it guides students to develop their imagination 4 1 3 the task dependency principle a series of tasks in a lesson or unit of work forms a kind of pedagogical ladder each task representing a rung on the ladder enabling the learner to reach higher and higher levels of communicative performance task designing goes step by step from simple to complicated from basic level to advanced level and is closely related from the beginning to the end tasks are carried out gradually thus at the process of task cycled many 毕业论文 设计 12 questions from different levels should be asked such as what s to be learned how is to be learned in the reading teaching of the senior english nsefc sb2 unit 2 the olympic games teachers first ask superficial questions in scanning then they ask simple questions in skimming later teachers should know more about the structure and meaning in the process of reading around 4 1 4 learning by doing a task based approach sees the learning process as one of learning through doing it is by primarily engaging in meaning that the learner s system is encouraged to develop skehan 1996 20 learning by doing motivates students to fulfill their potential learner